College Women’s Feminist Identity: A Multidimensional Analysis with Implications for Coping with Sexism

Leaper, Campbell; Arias, Diana

doi:10.1007/s11199-011-9936-1

Cited by 76 publications

(70 citation statements)

References 71 publications

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“…Prior studies have found that feminist identity may be related to recognizing and labeling sexist events (Kobrynowicz & Branscombe, 1997;Moradi & Subich, 2002) and engaging in collective action (Duncan, 1999(Duncan, , 2010Liss, Crawford, & Popp, 2004;Nelson et al, 2008;Yoder, Tobias, & Snell, 2011;Zucker, 2004). Furthermore, feminists point to their own experiences with gender discrimination as contributors to their feminist identity development (Klonis, Endo, Crosby, & Worell, 1997;Zucker, 2004), endorse confronting sexist acts (Leaper & Arias, 2011), and report that they have personally taken measures to confront sexism (Ayres, Friedman, & Leaper, 2009;Zucker, 2004).…”

Section: The Feminist Stigmamentioning

confidence: 99%

By name or by deed? Identifying the source of the feminist stigma

Anastosopoulos

Desmarais

2014

J Applied Social Pyschol

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Prejudice and discrimination against feminists were explored across two contexts, a workplace and a social setting. We examined university students' reactions to a woman who called herself a feminist, behaved like a feminist by challenging sexism, did both, or did neither. In Study 1, participants (N = 177) evaluated a job candidate less favorably when she called herself a feminist after controlling for perceived assertiveness and participants' feminist self‐identification. However, our results showed no evidence of hiring discrimination. In Study 2, participants (N = 184) evaluated a peer less favorably and were less willing to befriend and date her when she called herself a feminist, controlling for perceived assertiveness. Participants were also less willing to befriend her when she behaved like a feminist. The contextual nature of the feminist stigma and the influence of perceived assertiveness are discussed.

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Section: The Feminist Stigmamentioning

confidence: 99%

By name or by deed? Identifying the source of the feminist stigma

Anastosopoulos

Desmarais

2014

J Applied Social Pyschol

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“…Relevant research is more limited on feminist identity or beliefs in relation to coping responses to sexism. Two relevant studies of undergraduate women found that feminist self‐identification increased the likelihood that women positively appraised confronting sexist acts (Leaper & Arias, ) or reported previously confronting an actual sexist event (Ayres et al., ). Thus, to the extent that sexist acts violate their values, we hypothesized that girls with a feminist identity would be more likely to seek redress of the injustice through approach coping.…”

Section: Possible Assets and Risks Related To Girls’ Cognitive Appraimentioning

confidence: 99%

Adolescent Girls' Cognitive Appraisals of Coping Responses to Sexual Harassment

2013

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Peer sexual harassment is a stressor for many girls in middle and high school. Prior research indicates that approach strategies (seeking support or confronting) are generally more effective than avoidance strategies in alleviating stress. However, the deployment of effective coping behaviors depends partly on how individuals evaluate different options (i.e., cognitive appraisal). The present study tested sociocultural (ethnicity, parents' education), interpersonal (perceived support from peers, mother, and father), developmental (age, perspective taking), and individual (self-esteem, feminist self-identification) factors as predictors of girls' cognitive appraisals of coping responses to sexual harassment. The sample comprised 304 girls (M age = 15.5 years, range = 14 to 18 years) from diverse socioeconomic and ethnic backgrounds who reported having previously experienced sexual harassment (e.g., unwanted sexual comments or actions). Cognitive appraisals of coping were based on the reported likelihood of confronting, seeking help, or using avoidance in response to sexual harassment. Regression analyses indicated that feminist identity, self-esteem, perspective taking, perceived support, and parents' education were variously related to appraisals of different responses. C 2013 Wiley Periodicals, Inc.

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“…First, education and its outcomes may give women access to material resources in the form of finances, authority, and social networks that enable them to actively respond to discriminatory experiences [36–38]. Second, education may act directly by establishing a historical context for discrimination, connecting women with a wider feminist movement, and giving women the knowledge to access resources to respond to discriminatory experiences [39, 40]. Third, education may affect health behaviors such as drug use in response to stress through psychosocial factors.…”

Section: Introductionmentioning

confidence: 99%

Gender discrimination, educational attainment, and illicit drug use among U.S. women

Carliner

Sarvet²,

Gordon

et al. 2016

Soc Psychiatry Psychiatr Epidemiol

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Purpose While gender inequality has been a topic of concern for decades, little is known about the relationship between gender discrimination and illicit drug use. Further, whether this association varies by education level is unknown. Methods Among 19,209 women participants in Wave 2 of the National Epidemiologic Survey on Alcohol and Related Conditions (2004–2005), we used logistic regression to test the association between gender discrimination (measured with four items from the Experiences of Discrimination instrument) and three outcomes: past-year illicit drug use, frequent drug use, and drug use disorders. We then tested whether associations differed by education level. Results Gender discrimination was reported by 9% of women and was associated with past-year drug use (adjusted odds ratio [aOR]=2.67; 95% confidence interval [CI]=2.17–3.29), frequent drug use (aOR=2.82; CI=1.99–4.00), and past year drug use disorders (aOR=3.15; CI=2.16–4.61). All specific domains of gender discrimination (on the job, in public, with institutions, being called a sexist name) were associated with all drug use outcomes. The association between gender discrimination and past-year drug use was stronger among women with less than a high school education (aOR=6.33; CI=3.38–11.85) compared to those with more education (aOR=2.45; CI=1.97–3.04; pinteraction<0.01). Conclusions Gender discrimination is consistently and strongly associated with illicit drug use and drug use disorders among U.S. women, with significantly higher odds for drug use among women with less than a high school education. Future research should examine whether explicitly addressing distress from discrimination could benefit women in drug treatment, especially among clients with lower educational attainment.

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College Women’s Feminist Identity: A Multidimensional Analysis with Implications for Coping with Sexism

Cited by 76 publications

References 71 publications

By name or by deed? Identifying the source of the feminist stigma

By name or by deed? Identifying the source of the feminist stigma

Adolescent Girls' Cognitive Appraisals of Coping Responses to Sexual Harassment

Gender discrimination, educational attainment, and illicit drug use among U.S. women

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